Impact of Small-Group Learning Strategy on Performance and Retention in Ecology among Senior Secondary School Students in Gusau, Zamfara State, Nigeria

Yemi Adeola Oyarole, Adebimpe Adeola Daniel

Abstract


This study investigated the Impact of Small-Group Learning Strategy (S-GLS) on students’ retention and academic performance in ecology among Senior Secondary 2 (SS2) students in Gusau, Zamfara state. The study was guided by two objectives, two research questions and two null hypotheses. Sixty (60) SS2 students were selected using simple random sampling technique from a population of six hundred (600) SS2 students who offer biology. Pre-test, posttest and post-posttest quasi experimental research design involving two groups was adopted for the purpose of this research. One was tagged experimental and the other control. The students in the experimental group were taught ecology concept using the S-GLS while the control group were taught the same concept using lecture method. The Ecology Performance Test (EPT) was used for data collection. EPT was duly validated and had a reliability value of 0.88 when subjected to the Pearson Product Moment Correlation (PPMC). The research questions were answered using descriptive statistics while the hypotheses were tested at p≤ 0.05 level of significance using t-test. Result obtained from data analysis showed that students in experimental group performed significantly better than those in control group. Also, there was no significant difference between the performance among male and female students taught using S-GLS. Based on the findings of this study it was recommended that biology teachers should employ the use of S-GLS in teaching their students. In addition, the Female Education Board (FEB) and Zamfara State Science Teachers and Technical Board (ZSSTTSB) should conduct seminars and workshops for teachers of science-based subjects to sensitize and train them to use S-GLS.


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